TY - JOUR

T1 - ‘It was like the unicorn of the therapeutic world’: CBT trainee experiences of acquiring skills in guided discovery

AU - Roscoe, Jason

AU - Bates, Elizabeth

AU - Blackley, Rhiannon

PY - 2022/6/1

Y1 - 2022/6/1

N2 - Training as a cognitive behavioural therapist involves a considerable role transition for mental health professionals where they are expected to demonstrate competence in a range of new skills that emphasisecollaboration and Socratic dialogue. This can be in stark contrast to the more didactic style that trainees are familiar with prior to embarking on their training. Guided discovery (GD) is an integral part of formulation and treatment, yet little is known at present about the experiences of cognitive behaviouraltherapy (CBT) trainees when learning this new skill; specifically, how they assimilate this with existing ways of working and the challenges this might involve. This research is a preliminary attempt to understand factors that help and hinder GD skill acquisition. Eighteen trainee CBT practitionerscompleted an online questionnaire with the subsequent data analysed using a grounded theory methodology. Three themes were identified: ‘Competing Selves’, ‘Style’ and ‘Active Engagement and Learning’. These themes were used to develop a preliminary model of factors that enable or inhibit skills in GD. The impact of previous professional roles appears to influence the acquisition ofconfidence and skill in GD. This paper discusses the implications of the findings for CBT trainers, supervisors and trainees.

AB - Training as a cognitive behavioural therapist involves a considerable role transition for mental health professionals where they are expected to demonstrate competence in a range of new skills that emphasisecollaboration and Socratic dialogue. This can be in stark contrast to the more didactic style that trainees are familiar with prior to embarking on their training. Guided discovery (GD) is an integral part of formulation and treatment, yet little is known at present about the experiences of cognitive behaviouraltherapy (CBT) trainees when learning this new skill; specifically, how they assimilate this with existing ways of working and the challenges this might involve. This research is a preliminary attempt to understand factors that help and hinder GD skill acquisition. Eighteen trainee CBT practitionerscompleted an online questionnaire with the subsequent data analysed using a grounded theory methodology. Three themes were identified: ‘Competing Selves’, ‘Style’ and ‘Active Engagement and Learning’. These themes were used to develop a preliminary model of factors that enable or inhibit skills in GD. The impact of previous professional roles appears to influence the acquisition ofconfidence and skill in GD. This paper discusses the implications of the findings for CBT trainers, supervisors and trainees.

U2 - 10.1017/S1754470X22000277

DO - 10.1017/S1754470X22000277

M3 - Article

JO - Cognitive Behaviour Therapist

JF - Cognitive Behaviour Therapist

SN - 1754-470X

ER -